Class 7 Life Science Daily News


DATE: March 5, 1997

TITLE : Planning to Experiment

During class, we worked on our Jason bird projects. You were to explain the experiment your group was going to do. You were to give your hypothesis, materials, purpose, and procedure. For the hypothesis, you were to say what you think will happen during and after the experiment. The materials were to be listed along with where they came from. Your purpose was to be written, explaining what you hoped to learn from the experiment. The procedure was to list all the steps you were to go through in order to complete the experiment. They were to be explained in great detail, because you could not change them once you got started. The experiment is going to begin on Monday.




Today we made a maze again like we did on Tuesday and we did the same thing we on Tuesday except that the person that was blind-folded was the student and his/her partner was the teacher. Table number four didn't know what a maze was because they didn't have a two opening so I had to expailn it to them. After about twenty minutes of doing the experiment, we made two lists of thing that helped us learn and things that didn't help us learn. We listed about fifteen facts in each list. We discussed about how we learn and how did we know that we were learning. We also had three "What If..." questions that we had to answer. This is what we did on February the 20, 1997.


DATE:February 20, 1997

TITLE :What helps you learn?

Today during Science class we had a sequel to Tuesday's class. We paired up and one in each group was blindfolded. We were given a maze and were told to teach it to the blindfolded partner. But, we were not allowed to touch or use specific verbal directions. We had three trials and then switched the blindfold. After we had both gone we made lists of what helped us through the maze. Then, we made lists of things previous teachers had done to help us learn and what they had done that did not help. Here is a compiled list of what did help:

1. Motivation
2. Made things easy to understand(reteach)
3. Applied teachings
4. A positive mood
5. Examples/visuals/videos
6. Interaction
7. Hands on
8. Partner work
9. Group work
10.Individual work
13.Questions answered
Homework:Lab Report or Daily Log for those who were asssigned it


DATE:February 20, 1997

TITLE:Daily log for the 19th of February in the year of 1997 A.D.

On February 19th we spent our class time doing a number of activities. First, we did a lab. We got partners and made mazes using 4 lables cut in 3 parts each and putting them on a peice of paper. One partner was then to be blindfolded and had to work the maze while being timed. Then we recorded the data and the other partner had to do the maze blindfolded. Each partner got three tries. After each time the maze was completed, the other partner turned the maze at a different angle. We then compared what we thought helped complete the maze under the least amount of time. Then we switched mazes and one person had to teach his blindfolded partner how to do the maze without giving the partner directions directly. After we did it vice versa, we made a list of what qualifacations of a good teacher has to teach his/her students. I will now list the qualities:

1.Motivates his/her student
2.applies the work to situations
3.makes it easy to understand why
4.Has a positive attitude towards the students
5.Uses examples
5.Interaction with the students
6.Uses visuals (I really don't agree that a good teacher would have to use visuals.
7.Reteaches the work if a person does not get it.
8.Uses partner, group, individual work
9.Has research projects to prepares the students for the "big" world.

Lissting all of this concluded the class that day. The homework to do a lab report for the maze lab. Those who had the homework log were exempted of the lab report.



TITLE :Pig-o-rama

Today, Valentines Day, we had pigorama. As soon as everyone was sitting down, Mrs. Dawson let people that brought candy get it and pass it out. Those who did not bring candy sat at a seperate table from those who brought some and ate pop corn cake. There wasn't any homework assigned.


DATE:February 21, 1997

TITLE :Bird Research Study

Today in class our group wrote purposes and as individuals summarized what we hope to accomplish and how we hope to accomplish our purposes. My purpose was to detertime why birds use the same route of migration every year. We then each came up with different ideas on how to accomplish each purpose without leaving the school grounds. We all agreed to find a place such as the field where we can study birds in their natural habitat and not disturb them. After finding a good spot we will stay there for a very long length of time while conducting a number of experiments and see what the different types of birds' reactions will be to each experiment. The different places to reasearch birds in include the:field,courtyard,playground out front,trees,circle drive, and the church courtyard. The focus question based on all of this is:What is Bird Migration? From our studies and research, I hope to answer this question and find out all there is to know about birds and why the! y migrate.


DATE: February 18, 1997

TITLE :How We Learn

Today in science class we did a lab on how we learn. The this was accopmlished by the students using their fingers to trace the path of a maze blindfolded three times and compare the times. The first thing that was done was the creation of the mazes. Each student created a maze by using letter address stickers cut into three or more pieces and place on a sheet of paper. A green dot was placed at the start and a circular reinforcement at the end. We blindfolded our partner and placed their finger on the starting dot.

From there, we timed our partner as their finger "walked" along the maze. When they completed the maze, we wrote down their time and and they did it two more times. After this was completed, the subject wrote down what they were thinking when they were doing the maze. After this, the partners switched jobs and the steps were done again. For homework, we were assigned to do the test with a family member and record the results.




On February 12, Mrs. Dawson's seventh grade science class studied the different parts of the brain. There are seven main functions of the brain. The first function deals with receiving, sorting, and the interpreting of information involving the brain. Next, the brain decides in a response to something based on the past experiences and is able to solve problems. The brain also stores memory of the past and learns how to respond to these past experiences. Another function of the brain is that the brain determines and express emotions, carries out motor functions, and dreams. The cerebrum is the largest part of the brain and controls the voluntary muscles in the body. The left side of the cerebrum controls words and numbers while the right side of the cerebrum recognizes people, objects, and patterns. The inner layer of the cerebrum has white tissue and controls the movement of the information. It also controls thoughts, feelings, speech, and decision making.

The mind lea! rns when the senses react to new stimuli. The mind decides what the stimuli is, puts it in a certain category, and interprets it according to the past experiences. After this new information has been experienced, it is stored in the brain and past information dealing with the subject is altered and updated. Sensory interaction is recognizing a past experience.

First is the external stimuli which means the outside of the body recognizes an outside stimuli. Next, the internal stimuli, which is the brain, will recognize the information. Sense are only recognized through practice and past experiences. The sense will only be meaningful if it is related to other information. The brain will process memory by coding it or putting it into the memory system and storing it. The memory will be stored until it is needed. There are four types of memory. They are short term, long term, episodic, and sematic. Short term memory is short and only temporary. Long term memory is permanently store! d in the brain such as phone numbers and directions going to your house. Episodic is information about events that you have experienced. Sematic memory is organized information about the world language and the use of the language.

At the end of the class, each group gave a short summary about their JASON project's focus question and explained the purpose of the question and what each group wanted to find out. On February 12, the class was assigned a packet to complete that is due Friday, February 14.


February 13,1997

Today in class we studied and reviewed all notes over the brain that we have taken this year. We handed in our homework diagram of the brain, which was supposed to be labeled with the functions and colored. W e got a packet and were given assignments 5-1 through 5-3. We discussed how a thought gets processed and which part of your brain thinks about it. We talked about what a person might be like, if they had never experienced touching, feeling, or seeing, before the age of sixteen. For the next part of class, w e talked about which question we were going to do for our research report and why. We made a web of ideas about a specific topic within our question..

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